Bran Z Introduction Interior Design

Designing Quality Learning Spaces:
Introduction and
Interior Design, Function
and Aesthetics
Developed by BRANZ Ltd
for the Ministry of Education
Foreword from the Secretary for Education

Looking back on the past few decades, its amazing to think how much New Zealands education system and teaching
practices have changed. Today, our classrooms and classes are lively, interactive hubs of discussion and debate, with
active involvement from teachers and students alike. From a generally rigid teaching and learning framework, we have
moved to one more focused on individual students needs, helping them take those important steps towards a productive
and rewarding future.
Yet for all this change, many of our classrooms and other learning spaces have remained much the same. This is perhaps
inevitable it can be easier to change approaches than to replace or upgrade buildings! However, I recognise that
boards of trustees wish to provide the best quality modern learning environment for their students and teachers. There
is also a need for better information and evidence to support the $320 million annual capital investment programme
for modernising and replacing the existing stock of school buildings.
In 2004 the Ministry of Education commissioned AC Nielsen Ltd to seek the views of designers, boards, principals,
teachers and students on what they thought was important in the design of learning spaces. As a result of this work
BRANZ Ltd was commissioned to provide advice for schools on the environmental aspects of the design of learning
spaces.
This document and the others in the series Designing Quality Learning Spaces aims to help schools to create learning
environments that are more appropriate for the 21st century. Developed through extensive research into international
best practice, in consultation with experts and sector representatives, it provides in-depth and practical advice on
improving quality of the internal learning environment ensuring your students and teachers enjoy effective communication
and a more comfortable classroom.
The guidelines in this series cover acoustics, lighting, interior design, ventilation and air quality, and heating and
insulation. Together they provide comprehensive information that I know will be useful for principals and boards of
trustees as they go through the process of developing their ten year property plans to improve their school facilities
and, through this, the effectiveness and value of the education they provide to students. Teachers will also find this
information useful as they consider what contributes to a high quality learning environment. This is an exciting
opportunity for us all, and we look forward to any feedback you may care to give us.
KAREN SEWELL
Secretary for Education
Designing Quality Learning Spaces: Introduction and Interior Design, Function and Aesthetics
Editorial Note
This guideline on interior design is part of a series for boards of trustees, principals and teachers to help them
understand the importance the internal environment plays in the design of quality learning spaces. It will also help
boards of trustees brief consultants and tradespeople on their schools' requirements when planning new buildings,
alterations or maintenance. Other topics in the series include: acoustics, ventilation and indoor air quality, lighting,
and heating and insulation.
This section has two parts:
the first is an Introduction to the series of guidelines Designing Quality Learning Spaces explaining their purpose
and how to make best use of them
the second looks at design, which covers function and aesthetics.
It is important to have the best possible internal environment in all learning spaces. If these spaces are not well
designed they may impact students achieving their potential. The best learning spaces provide the closest match with
the needs of all the students and teachers.
A school may look pleasing, but it must provide an effective teaching and learning environment. To function best,
a space needs to be an enjoyable place to work in for all. The design of learning spaces is now evolving to a more
flexible use of resources and layout of spaces this affects all aspects of design.
Aesthetics involves all our senses vision, touch, hearing, smell and emotions. Building and equipping a school
presents a unique opportunity to use space, colour, form and light in design to inspire students and teachers.
Good design ensures the health, safety and learning of students are not undermined by ill-considered classroom
layouts or badly designed furniture. Rising noise levels, inattention and poor learning can happen in rooms where
some students cannot see or hear well or where there is overcrowding. Poor working postures from badly setup workstations or inappropriately sized desks and chairs can also lead to tiredness, pain and muscular/skeletal
health problems.
Designing a learning space that functions well, has a comfortable environment and is aesthetically pleasing is good
for both students and teachers.
Other booklets in this series cover the practical aspects of providing clean air, a comfortable temperature and ideal
conditions for seeing and hearing.
0427_MOE_Int_Design_v13.indd 1
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Contents
Editorial Note
INTRODUCTION TO DESIGNING QUALITY LEARNING SPACES
Introduction
Making Assessments
Using Designing Quality Learning Spaces
Getting everyone involved
Looking ahead
Looking for Solutions
Solutions from Designing Quality Learning Spaces
Help for complex problems
Alterations and new buildings
The Design and Building Process
Making it our building
Purpose and content of brief
Regulations standards to meet
Value professional help
INTERIOR DESIGN, FUNCTION AND AESTHETICS
Editorial Note
Glossary of Terms used for Interior Design, Function and Aesthetics
> SECTION 1 Interior Design
10
Overview
11
Physical needs
11
Taking a holistic approach
11
Classroom Size and Shape
11
The teaching process
11
Some examples
12
Adapting for the future
12
Internal Layout
13
Space to move
13
Personal space
13
Sight lines
14
Acoustics and space
15
Lighting
15
Visual connection
15
Colour
16
> SECTION 2 Finishes
17
Design factors
18
Flooring
18
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Wall finishes
21
Paints and coatings
23
Acoustic ceilings
24
Doors
25
Fabrics
26
> SECTION 3 Furniture and Fittings
27
Ergonomics and anthropometry
28
Students dont always fit the furniture
28
Furniture should always fit the student
28
> SECTION 4 Specialist Teaching Spaces
30
Computer Technology Rooms
31
Workstations and correct posture
31
Students dont always have the correct equipment
32
What should schools be doing?
32
What makes a good workstation?
33
How to improve an existing workstation
34
Laptop computers
37
Multi-purpose Halls
37
Gyms
38
Libraries
39
Music Rooms
40
Design, Graphics and Art Rooms
41
Materials/Technology Rooms
42
Food Technology Rooms
43
> SECTION 5 Students with Special Education Needs
44
Schools for all people
45
Planning ahead
45
Statutory requirements (NZS 4121)
45
Door visibility (NZS 4121.4.10.4.1)
46
Entrance doors to classrooms (NZS 4121.7.0)
46
Places of assembly and gyms (NZS 4121.12.0)
46
> SECTION 6 Planning New Buildings, Extensions and Remodelling
47
Ensuring Successful Design Outcomes
48
Monitoring the Design Process
48
> APPENDICES
Flow diagram for Interior Design Assessment
Interior Design Survey Form
References
49
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INTRODUCTION TO DESIGNING
QUALITY LEARNING SPACES
6/12/07 5:33:22 PM
Introduction
The Ministry of Education has
prepared a series of guidelines
to help boards of trustees and
principals to:
assess the performance of
existing teaching spaces
be aware of the characteristics
of quality learning spaces
achieve the highest possible
quality spaces.
This information is important
because of the effect the teaching
environment can have on student
learning.
For this series, environment
refers to the quality of the learning
environment which is affected by
many physical factors including:
acoustics
air quality and ventilation
heating and insulation
lighting
interior design, function
and aesthetics.
These factors interact with one
another: achieving good natural
lighting must be balanced against
possible uncomfortable heat gain
from the sun, and the need for
natural ventilation can clash with
outside noise control efforts. No
single factor should be altered
without assessing its effect on all
the others a holistic approach is
essential.
It is also important to spend the
available money well (both the
initial outlay and long term running
and maintenance costs).
This series gives practical advice,
but it cannot provide definitive
answers for all circumstances. What
Designing Quality Learning Spaces

can do is give advice which should
improve teaching spaces for both
students and teachers.
Although the main objective is
to guide boards of trustees and
principals, the series should also be
available for teachers, to help them
understand what makes a good
learning environment and how
they can contribute to this, such as
by ensuring windows are opened
for good ventilation. The guides
can also be given to professional
designers as part of their brief.
While the specific designs and
solutions chosen will vary between
schools, all quality learning spaces
have certain features in common:
there is always a fresh air
supply which helps to prevent
the build up of carbon dioxide
levels, clears away pollutants,
odours and excessive moisture,
and improves comfort in warm
weather by increasing air
movement and removing heat
there is a comfortable
temperature regardless of
outdoor conditions
there is good lighting,
preferably natural, without
glare
students can hear and
understand the teacher from
all parts of the room (and vice
versa), teachers dont need to
raise their voices to be heard,
and noise from outside doesnt
interfere with teaching.
In their design and layout, learning
spaces should:
allow the teacher to move
about easily
allow for a variety of teaching
methods
allow enough personal space for

students
let all the students see visual
aids clearly
provide work space for
specialised activities
cater for students with special
education needs
be safe and comfortable.
A quality learning space will have
furniture which:
allows learning and tasks to be
carried out efficiently without
fatigue
helps protect students from
injury owing to bad posture
reduces the risk of distraction or
fidgeting owing to discomfort.
Making
Assessments
Using Designing Quality
Learning Spaces
Each guideline in the series has a
set of basic assessment questions
designed to help teachers and
principals evaluate the quality
of their existing learning spaces
and to get everyone involved (see
Appendices).
Getting everyone involved

A participatory approach to design
is recommended. Consult all
users of the buildings, including
staff and students. They are
often very perceptive about
what makes a good learning
environment.1 Parents and the
local community can also make
valuable contributions. While often
a time-consuming process, overseas
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experience suggests consulting

widely can be very beneficial.
Looking ahead
Teaching and learning has changed
a lot in the last 30 years, but this
is sometimes hard to detect when
looking at existing spaces in many
New Zealand schools. Apart from
the introduction of some new
technology, the spaces look much
the same as they have always
done. While traditional classroom
design and layout may suit many
teachers, a survey carried out
by AC Nielsen for the Ministry of
Education indicated teachers want
spaces that enable a variety of
teaching and learning practices to
take place. It is important that the
changes in teaching and learning,
and the impact this has on design,
is discussed as part of the planning
process. This will show if the current
spaces restrict teaching methods
and whether a different range and
size of spaces will benefit students
and teachers more.
Discuss with teachers and students
if the existing learning spaces are
satisfactory or if changes need
to be made to make teaching and
learning more enjoyable and effective.
Looking for
Solutions
Solutions from Designing
Quality Learning Spaces
Having looked at all the factors
affecting existing learning spaces
you may be able to refine any major
concerns to one or two basic issues,
such as reducing outside noise or
providing sun controls. You will
hopefully be able to resolve these
by consulting one of the guidelines

in the series: Designing Quality
Learning Spaces Interior Design,
Function and Aesthestics, Acoustics,
Heating and Insulation, Ventilation
and Indoor Air Quality, or Lighting.
Help for complex problems

You may find there are more
complex concerns eg, difficulty in
balancing ventilation with heating
requirements, intrusive noise or
structural requirements. Get good
professional advice because money
spent on expert help at an early
stage can save time and money in
the long run.
Alterations and
new buildings
Your assessment and the need
for more space may lead you to
think about building alterations,
re-planning, extensions or new
buildings. This work needs a
building consent, and an architect
must be used to carry out the
design and to manage the approvals
and building process.
The Design
and Building
Process
All the information you need for the
design and building process is set
out in the Ministry of Educations
Property Management Handbook.
This publication includes the
Ministrys requirements for the
management of capital works
projects by boards of trustees and
includes advice on:
planning
identifying what is needed

setting the budget
hiring and briefing the project
manager and other consultants
scoping and initial design
concepts
identifying the role of the board
of trustees
preparing the specification and
tender documents
calling for tenders
the construction period.
Making it our building

All users of the buildings should
be encouraged to participate
and communicate their ideas
so that they feel part of the
building process. If involved, they
will understand where and why
compromises have to be made
and be more positive about the
outcome.
Purpose and content of brief

The school should provide the
architect with a brief, which is
a recipe for what is required.
Alternatively, the architect can
prepare the brief based on
discussions with the school and
user groups. A brief should not
be restrictive because it may be
necessary to review items as a result
of expert advice and as part of the
design process. The brief should set
out in detail what:
the finished building will be
used for
standards of acoustics, air
quality, heating and lighting are
required.
6/12/07 5:33:23 PM
provides much of this information.

A brief may set ideals that are
required without suggesting how
they can be achieved that is the
architects job.
Because the NZBC may have a large

influence on what can and cannot
be done, engage an expert at an
early stage so time and effort is not
wasted.
Regulations
standards to meet
Value professional help
Most building work, however

minor, will have to conform to the
requirements of the New Zealand
Building Code (NZBC). The NZBC
covers a wide range of subjects
including fire safety, moisture
exclusion, heating, ventilation,
lighting, plumbing and drainage,
and access for people with
disabilities.
Compliance with the NZBC is
compulsory and this will dictate
some areas of planning and
design. At other times it may have
minimum requirements which
are inadequate for schools eg, the
NZBC (at the time of writing) has no
requirement for thermal insulation
in schools but good insulation
is necessary to achieve thermal
comfort and energy efficiency.
Each guideline in the series has
a chapter explaining the current
NZBC requirements and setting out
Ministry of Education requirements
where these are higher.
The design and building process is

not a simple one. Achieving good
acoustics, appropriate lighting
levels and effective heating
and ventilation all need expert
knowledge. Because someone is
involved in the building industry
it does not necessarily make them
experts in all these fields. Architects
can advise on planning and design
issues, but they also know when to
call in additional expert help.
Most building work

will have to conform
to the NZBC.
Designing Quality
Learning Spaces
Guidelines in the series are:
Introduction and Interior Design, Function and Aesthetics
Acoustics
Ventilation and Indoor Air Quality
Heating and Insulation
Lighting
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INTERIOR DESIGN, FUNCTION

AND AESTHETICS
6/12/07 5:33:24 PM
Editorial Note
What do we mean by design?
Other guidelines in this series explain how to achieve good ventilation, lighting, heating and acoustics for classrooms.
The sum of these aspects of a teaching space environment is referred to as the ambience.
This section considers the physical requirements for designing a quality learning space including:
function
size
proportion
shape
technology
finishes
colour
furniture and fittings
interconnection with other spaces and outside
flexibility.
Glossary of Terms used for Interior Design, Function

and Aesthetics
Aesthetics
The study of beauty
Anthropometrics
The study of body measurements
Ergonomics
The study concerned with understanding the interaction

between people and environmental systems and applying
theory and data to design so that peoples wellbeing and
performance is optimised
FSC
Forest Stewardship Council
Holistic design
Targeting all the issues that affect the internal environment
Internal environment
The total conditions within which someone exists
Resilient flooring
Pliable sheet flooring materials (such as linoleum, vinyl or

rubber)
VOCs
Volatile organic compounds (see Designing Quality Learning

Spaces Ventilation and Indoor Air Quality)
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10
> SECTION 1
Interior Design
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Overview
When remodelling and upgrading
spaces there is little point in
investing significant funding to
improve the internal ambience if
the room is still not appropriate
for modern teaching and learning
or cannot accommodate new
technology. A building may
need major reshaping to make
it function well and to achieve
quality learning spaces.
Other teaching spaces may be fine
for current teaching and learning
but deficient in acoustics, heating
or ventilation. Here the greatest
benefit may be achieved by
improving these aspects.
In providing new buildings the
challenge is to achieve an excellent
internal ambience as well as a
design that is flexible and functions
well for teaching and learning.
Many elements combine in the
design of a classroom the shape
of a space, the impact of colour
and texture, the layout of the
furniture and its visual relationship
to other spaces.
Physical needs
Classrooms should give a sense of
place and belonging. They should
be lively, but not over-stimulating,
and have interest yet order.
Each school needs

individual attention
because one design
solution does not fit
all situations.
Other requirements will also

challenge the designer and teacher,
such as ensuring the layout and
furniture:
allows the teacher to move
about easily
gives enough personal space for
students
lets students see visual aids
clearly eg, fixed or movable
whiteboards and computer
screens
provides enough work space for
specialist activities
caters for students with special
education needs
is safe and comfortable.
Taking a holistic approach

Compromises may be needed
when looking at all the aspects of
the design of a quality learning
space. This will depend on what
the school, families and local
community believe to be most
important.
Often research and recommendations
about school design focus on single
issues, such as acoustics, air quality
or natural lighting. They look at
the impact of providing optimal
conditions for one discipline
without necessarily considering the
impact on other design aspects.
For example, introducing internal
wall glazing has the advantage
of improving lighting, making
spaces seem larger and brighter.
It allows for indirect supervision
of students who may be working
elsewhere independently, and it
has also been suggested it changes
behaviour patterns. However, it
introduces a large non-acoustic
absorbent wall surface and this
makes the other aspects of an
11
acoustic design solution even more

important when designing for the
best acoustic outcome. More heat
will be transferred through the glass
walls than through a solid wall, and
this can impact the comfort levels
within the room, especially on
cold days.
Being able to use a room in a
variety of ways can also mean extra
attention to:
the impact of glare from
sunlight on computer screens
particularly laptops
the sight lines to a fixed visual
aid area if students use different
seating arrangements.
Curtains can minimise heat buildup from the sun, but can restrict
ventilation. Good designers who
have been well briefed on your
needs can address all these aspects
in their design solution.
Classroom Size
and Shape
Each school needs individual
attention because one design
solution does not fit all situations.
The overall layout and design of the
school will, to a large extent, dictate
the possibilities for each classroom.
The teaching process

When designing new, or upgrading
existing, buildings it is important
that the size and shape of the space
suits the activities in the room.
Students have different learning
needs and teachers have different
methods of teaching. Encourage
your architect to understand how
the curriculum is taught and how
the room is to be used so they can
6/12/07 5:33:25 PM
12
arrive at innovative solutions. It is

not important to have a regularly
shaped rectangular room but it is
desirable to have a classroom that:
suits a variety of furniture and
layouts where students are able
to work on their own or in small
or whole class groups or more
allows teachers to move around
the room and teach from any
point
is able to cope with new and
emerging technology, such as
laptops, data shows, interactive
whiteboards
has access to other supporting
spaces that suit students
working on their own
has the best quality internal
ambience
has display space for students
work or education materials
is close to (or combined with)
storage and teacher support
areas
has access to storage for
students clothes and bags
has access to social and
recreation spaces
considers the unique
requirements of specialist
subjects.
Size is determined by assessing the:
maximum number of students
for each room
activities that will take place in
the room
ages and sizes of
the students
Some examples
See the Ministry of Education
website for good examples of new
school designs and of remodelled
teaching spaces in New Zealand
schools: www.minedu.govt.nz/
goto/schoolremodels. Also see
the OECD Programme of Education
Buildings, Compendium of
exemplary educational facilities
3rd Edition.
Other examples can be found in the
UK Department for Education and
Skills booklets on the Schools for
the Future Programme. Also see The
Language of School Design: Design
Patterns for the 21st Century by
Prakash Nair and Randall Fielding
or their website
www.DesignShare.com.
Adapting for the future

We can best plan for the future by
providing spaces that are easily
adapted to changing circumstances.
Spaces can do this when:
they are open and not totally
committed to one size and one
layout
the structure, ventilation,
heating and electrical systems
are easily modified.
Future technology will change
classroom needs and teaching
methods as computer technology
has done in the last two decades.
Learning spaces should be designed
so they can be easily altered
to meet these as yet unknown
requirements.
type of furniture used

requirements for learners with
mobility or special education
needs
possible future requirements.
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Internal
Layout
FIGURE 1
13
Desk layout and space requirement

Space to move
between desks
Space to move
The size, shape and flexibility of
learning spaces are key factors
in creating a positive learning
environment. Cramped learning
conditions, with spaces too small
for the number of students and
therefore unable to cope with a
variety of teaching styles, are one
of the main causes of concern
about the design of the classrooms.1
Desks should not be too close
together and should allow for
sufficient room for students to
move about.
Space for movement (Figure 1)
includes:
circulation that allows the
teacher to quickly approach any
student no matter how a room
is laid out
room to stand close behind
every student to discuss their
work
personal space.
Personal space
Personal space is an area with
invisible boundaries. When another
person intrudes into this space
we feel uncomfortable, become
defensive and tend to move away.
The layout of desks and workplaces
should recognise the need for
personal space and this may be
particularly important for female
students.1
It is difficult to be definitive about
personal distance because the need
varies with cultural background
and how intimate we are with the
person crossing the boundary.
Table 1 gives some suggestions.
Space for teacher
Space to move
behind desks
Personal space
TABLE 1. Four communication distances2

Distance m

Appropriate
relationships
and activities
Sensory qualities
Less than 0.460

Intimate contacts,

sports

Touch is the main

means of communication.
Intense sensory awareness
Personal
0.460 to 1.220
Visual and verbal

communication
Close friends and

acquaintances
Social distance
Impersonal,
1.220 to 3.660
business-like contacts

Less detailed visual

communication. Normal
voice level. Touch not
possible
Public distance
Formal contact eg,
more than 3.660
teacher to student in

a classroom

No detailed visual
communication.
Exaggerated non-verbal
communication to
replace the subtle
non-verbal
communication of closer
distances
The size, shape and flexibility of spaces are

key for positive learning environments.
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14
Sight lines
Students often complain of not
being able to clearly see visual aids
such as whiteboards and video
screens. Glare is often the cause of a
students inability to see clearly (see
Lighting). Another important factor
is the angle of the sight line along
which they are looking. Inability to
see clearly may cause a student to
adopt an uncomfortable posture
and discomfort will result in loss of
concentration. This is especially so
with younger students whose angle
of view (Figures 2 and 3) distorts
the image even if there is no glare.
Younger students (and those with
some disabilities) are not always
able to recognise the restriction, or
fix it if they do.
FIGURE 2
Distortion of images at acute angles of sight
SQUARE
CIRCLE
RECTANGLE
Shapes as displayed
RECTANGLE
ELIPSE
SQUARE
Shapes as seen
FIGURE 3
An acute viewing angle can distort the student's image of what they see
Screen
Acute angle
of view
Inability to see
may cause a
student to adopt
an uncomfortable
posture.
There is some evidence that students who are located where the viewing
angle is extreme, or the distance from the aid is excessive, are likely to have
a poor learning outcome.3 If all students are to have equal educational
opportunities, despite where they sit, pay close attention to seating layouts
(Figure 4) so:
the angle at which the teaching aid is viewed does not visually distort the
students' understanding of what they see
the distance from the teaching aid does not detract from their
understanding of what they see and hear
there is no glare.
Think about viewing angles of visual aids if the room design allows a
variety of layouts for group working. Perhaps the aid itself could be
moveable. Whiteboards that can be tilted forward at the top help to reduce
glare.
6/12/07 5:33:31 PM
FIGURE 4
15
The effect of sight line angles and distance
Screen
White board
ht
ig
te s
Teaching position
may be central or
either side
lin
Acu
ne
ht li
e sig
Acut
Zones where students may be disadvantaged by sight line
Zones where students may be disadvantaged by sight line and distance
Acoustics and space

The acoustic quality of the room
plays a vital role in learning (see
Acoustics). Modern teaching
and learning sometimes requires
students to work cooperatively or in
small groups. At these times noise
level tends to rise.
Lighting
Interiors that are lively and pleasant
sometimes have a quality that is
difficult to define, but it is often
owing to the careful use of light.
Interiors with good lighting design
help to promote the wellbeing of
students and teachers. Indications
are that good natural lighting not

only plays a major role in learning
outcomes, but can also have an
impact on health and attendance
rates (see Designing Quality Learning
Spaces Lighting).4
FIGURE 5
Visual connection
The importance of an outside view
from classrooms is explained in
Lighting. Visual connections
between classrooms and other
rooms can provide interest and
stimulation and are not necessarily
a distraction to students (Figure 5).
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16
Colour
There have been many studies on
the effect of colour on the mind.
Colour fashions come and go and
we all have our own ideas about
what we like. Some of the general
effects are common knowledge
reds stimulate, yellow is cheerful,
blues and greens are calming, cold
colours recede and warm colours
seem closer.
When choosing colour for schools:
usually it only involves paint so
its not expensive to cover up
mistakes or to make changes
use the need to repaint as an
opportunity to experiment and
liven things up
play around with more daring
colours in areas where students
only pass through eg, corridors,
toilets and changing rooms try
bright murals and logos
use colour to code sections of

the school
colours on the outside of the
building are unlikely to have an
effect on students in classrooms
so they can be more stimulating
perhaps the students themselves
could contribute ideas
remember the tone of the colour
affects the lighting level in a
room.
Students colour preferences change
as they mature. Young children
seem to prefer bright primary
colours, but while vivid hues may
attract their attention they may not
help learning.
Teenagers are more fashionconscious and may prefer more
subtle blues and greens punctuated
by accents of brighter colours.9
Students colour
preferences change
as they mature.
Selecting colours
Classrooms

have light reflective surfaces

especially in darker rooms (see
Lighting)
children need to be stimulated but
not over-stimulated especially in
the classroom
the colourful work of students
will always be on display colours
should emphasise or complement
the work, not fight with it
use muted natural colours and
off-whites on the side walls of
the classroom
try using subtle brighter colours on
the wall behind the teaching
position this attracts attention to
the front of the class and the side
walls provide a visual break
use doors, pin-up panels and fabrics
to give colour accents
it takes skill to use colour well
get expert advice
6/12/07 5:33:35 PM
17
> SECTION 2
Finishes
6/12/07 5:33:36 PM
18
Design factors
The choice of interior finishes in
classrooms is critical to the overall
design and appearance of the room.
While appearance is important the
final choice will be dictated by a
range of factors, such as:
cost
wearing characteristics
acoustic performance (see
Designing Quality Learning
Spaces Acoustics)
effect on air quality such as VOC
(volatile organic compounds)
emissions (see Designing Quality
Learning Spaces Ventilation
and Indoor Air Quality)
health and safety factors eg, slip

resistance
maintenance needs.
Flooring
Factors to think about when
selecting flooring finishes are given
below as guidelines only. Contact
the manufacturer for detailed
information on all finishes.
Table 2 gives an indication of the
comparative costs of some flooring
materials (Figure 6). Remember that
price is generally a good indicator of
quality you get what you pay for.
FIGURE 6
TABLE : COMPARATIVE COST INDICATION OF FLOORING MATERIALS
Material
Comparative cost indication including installation per square metre
Paint paving
Paint industrial
Paint epoxy enamel
Vinyl sheet
Vinyl sheet foam backed
Linoleum sheet
Carpet nylon
Particleboard 3 coats polyurethane
Cork tiles 3 coats polyurethane
Gym floors
Carpet wool tufted with underlay
Rubber smooth sheet
Carpet tiles nylon modular
Carpet tiles wool modular
Rubber stud patterned
Carpet wool axminster with underlay
Ceramic quarry tiles
Timber strip 3 coats polyurethane
Timber parquet
Applied Finishes
Carpet
Sports Floors
Resilient
Timber-based
Ceramic
6/12/07 5:33:38 PM
19
Type of sub-floor
Suspended timber floors

dont use hard jointed flooring such

as tiling if the floor deflects too much
defects in the sub-floor joints will
show through and may crack
resilient sheet finishes
Concrete slab floors

new slabs must be dry before the

flooring is laid ignoring this risks
failure of the adhesive or the
flooring and losing your warranty
defects in the finish will show
through resilient sheet finishes
cracks in the concrete will often
crack the finish
Type of floor finish

See Designing Quality Learning Spaces Acoustics or Ventilation and Indoor
Air Quality for the acoustic and air quality factors for flooring.
FIGURE 7
Modular carpet design
Carpet generally

gives thermal and physical comfort

has acoustic qualities no other
flooring can give
needs vacuuming often
may give off VOCs when new
may harbour dust and dust mites
can allow mould to grow when
damp
Wool or wool/nylon carpet

available in a wide range of colours

and textures
should be stuck directly to the floor
for classroom use
may be used with a direct
stick underlay to give extra
resilience and to reduce the noise
of footsteps
should be commercial grade for
classroom use
is only suitable for dry areas
avoid wet cleaning
Modular carpets (Figure 7)

have a heavy duty built-in backing

can be laid in patterns or with
borders
damaged or worn sections are
easily replaced
soiled sections can be removed
for cleaning
6/12/07 5:33:38 PM
20
Polypropylene carpet

available in a wide range of colours

is hard wearing
may be used in wet areas
or externally
Resilient flooring generally

hard wearing
easy to clean and maintain
does not harbour dust,
insects or mould
high reflectivity can enhance
daylighting but also cause glare
Flexible PVC (vinyl) (Figures 89)

will mirror an uneven sub-floor

suitable for wet areas
skirtings can be coved
joints can be sealed
PVC flooring and the adhesives used
slip-resistant surface
patterns available
Foam-backed PVC (vinyl)

Sheet vinyl
FIGURE 9
Sheet vinyl
reduces the impact noise of footsteps

suitable for corridors and gyms
Linoleum (Figure 10)

is manufactured from natural

materials very low VOC levels
hardens with age and may crack on
uneven sub-floors
not suitable where water will lie
on the surface
Rubber (Figure 11)

low VOC levels

reduces the impact noise of footsteps
slip-resistant surface patterns
available
Cork tiles

natural material no VOCs (but

note some adhesives and coating
materials may emit them)
available in a range of colours
suitable for moderate wear areas
will need re-coating
Timber (Figure 12)

only get it from a renewable resource

(eg, Forest Stewardship Council (FSC)
certified)
available as strip planking, parquet
and block
wearing characteristics depend on
the species
adhesives and coatings may give
off VOCs
very sensitive to moisture
and changes in humidity
will need re-sanding and re-coating
high initial cost
FIGURE 8
FIGURE 10 Linoleum with inlay patterns
FIGURE 11 Rubber sheet
FIGURE 12 Parquet floor
6/12/07 5:33:41 PM
FIGURE 13 Painted concrete
Ceramic flooring tiles

very hard wearing

no VOC emissions
need a solid sub-floor
available in slip-resistant finishes
tiles easily cleaned but joints need
special attention low maintenance
will not help sound absorption
Concrete (concrete floor slab

used as a wearing surface)
(Figure 13)

very hard wearing with impact

resistance
static no adverse health effects
may be coloured, textured
or polished
may be coated with paving paints
may be saw cut to give
patterned joints
concrete floors tend to crack unless
special precautions are taken
will not help sound absorption
21
Wall finishes
Wall finishes should:
be durable, especially at low level where they are subject to high wear
be easy to clean and maintain many finishes will need re-coating
contribute to a healthy indoor environment
contribute to the acoustic absorbent quality of the room
be visually comfortable.
Classrooms need plenty of pin-up or tack-up space for display and this will
affect the overall appearance and performance of wall surfaces.
Type of internal lining substrate

Gypsum plasterboard

systems

gypsum plaster with paper linings

both sides
made to suit varying conditions
including linings and fixing
methods for:
wet areas
additional sound control
high impact areas
thicknesses
10 mm for standard use
13 mm for additional robustness
five levels of surface finish systems
there is an increased cost with each
level so select the appropriate one
6/12/07 5:33:41 PM
22
may not be suitable for low-level

high-impact areas such as corridor
walls
allows mould growth when damp
must have applied finish
Fibre-cement sheet

cellulose fibre and cement sheets

two thicknesses
4.5 mm for standard use
6 mm for heavy duty use
usually a static material
Plywood

glue-bonded veneers
thicknesses from 7 to 20 mm
wide variety of finishes including:
smooth-sanded face
grooved to imitate boarding
sawn face
range of veneer species
can be bent to curved walls
or ceilings
good impact resistance
may be left natural or coated with
sealant or paint
Pre-finished fibre-cement sheet

cellulose fibre and cement sheets

with polyurethane coating
self-finished and easy to clean
suitable for wet areas and where
hygiene is important
Reconstituted wood-based

sheets generally

manufactured from wood flakes

bonded in resin
a wide range of products
not suitable for wet areas
joints must be expressed (eg, v
jointed) or covered by a batten
thicker sheets have good impact
resistance
will give off VOCs when new
Particleboard

thickness from 9 to 30 mm
various face finishes
9 to 12 mm sheets suitable for walls
needing high impact resistance
Medium density fibreboard (MDF)

thickness from 9 to 25 mm
generally a fine-grained appearance
can be bent
9 to 12 mm sheets suitable for walls
needing high impact resistance
6/12/07 5:33:42 PM
FIGURE 14 Profiled metal
FIGURE 15 Profiled metal
Hardboard

standard hardboard thicknesses

4.75 mm
6 mm for higher impact areas
oil tempered water-resistant
hardboard thickness:
4.75 mm
smooth or embossed finishes
suitable for utility wall linings, such
as storage areas
Soft board

thickness 12 mm
not recommended for wall or ceiling
linings in schools
suitable for pin-up boards with
fabric covering
Timber boarding

only get it from a renewable resource

(eg, FSC certified)
available in a wide range of profiles
and thicknesses
may be laid vertically, horizontally
or diagonally
coatings may give off VOCs
sensitive to moisture and changes
in humidity
will need re-sanding and re-coating
high initial cost
Profiled metal sheets

(Figures 14 & 15)

available in:
steel
aluminium
stainless steel
range of profiles available
range of finishes:
factory-applied colour
natural zinc/alloy coating
natural aluminium or stainless
may be fixed horizontally
or vertically
suitable in wet areas
easily cleaned
easily replaced if damaged
23
Paints and coatings

Use the least toxic, low formaldehyde, low VOC paint that meets the
substrate and durability requirements.
Substrate
Each type of surface to which the coating is to be applied has its own
characteristics. It is critical to select the correct paint system using the
manufacturers recommendations.
6/12/07 5:33:44 PM
24
Typical coatings
Floors generally

need a heavy duty paint to give a

durable wearing finish
most solvent-based coatings tend
to be hard-wearing and give off
toxic fumes and VOCs during
application but these are low
when cured
Flooring paint wear guide

epoxies: excellent
polyurethanes: excellent
urethane acrylic varnish: fair
water-based acrylics: fair
oil-based: fair
Wall paint generally

needs be hard-wearing especially up
to head height

needs to have low sheen to
avoid glare

generally water-based paints will:
give off lower VOCs
hold their colour well
be available with the right
sheen level
be cost-effective
have enough wearing qualities
for most areas
All learning spaces

must have acoustic
treatment.
Acoustic ceilings
All learning spaces must have acoustic treatment to the ceiling to reduce
reverberation times (see Designing Quality Learning Spaces Acoustics).
Research overwhelmingly shows that poor acoustics can have a major impact
on students abilities to hear, focus, concentrate and learn. Seek expert help
if needed.
Selecting sound-absorbing ceilings

Suspended acoustic ceiling

systems generally

a metal ceiling tile support grid

suspended from the roof structure
or underside of an upper floor
tiles are inserted into the grid
tiles are available in a wide range
of:
surface material
texture
colour
sound-absorption rating
high installation cost depending on
quality of tile
can be retro-fitted with some loss of
ceiling height in the room
6/12/07 5:33:45 PM
Direct-fix acoustic ceiling

mineral fibre tiles or panels are

glued and stapled directly to a
plasterboard substrate
lower-cost installation
can be retro-fitted
Purpose-built acoustic ceiling

the ceiling finish is a material with a

high proportion of gaps or holes,
such as:
timber slats with gaps between
perforated metal
the ceiling has a backing with high
sound-absorption
Wood wool

long wood shavings bound by

cement into a rigid 50 mm
thick board
suitable for ceilings
may be spray-painted
good thermal insulation
good sound-absorption properties
25
Doors
Doors are an opportunity to add colour and interest to teaching spaces.
Selecting doors
Flush solid doors

see the Designing Quality Learning

Spaces Acoustics section for sound
reduction factors
are robust
small glazed panels allow people
entering the room to see when it
is occupied
use doors for a colour accent or to
introduce a natural timber finish
a low-cost option
Hollow core doors

a low-cost option

not robust and usually not suitable
in teaching spaces
Framed doors

may be timber or aluminium framed

can be fully or partially glazed
provide visual contact with
other spaces
may have glazed sidelights to
enhance the visual connection
a more expensive option
6/12/07 5:33:46 PM
26
Fabrics
Selecting fabrics
Upholstery

must be very hard-wearing

easy to clean
colour and texture must mask dirt
and wear marks
it is not cost-effective to
compromise on quality
Curtains

choice will be dictated by function:

purely decorative
black-out
acoustic properties
heat insulation
hanging system must be very robust
could the fabrics for some areas be
designed and printed by
the students?
6/12/07 5:33:48 PM
27
> SECTION 3
Furniture and Fittings
6/12/07 5:33:48 PM
28
Ergonomics and
anthropometry
There is increasing awareness of
the need for comfortable and
appropriately designed furniture.
Students rate comfortable furniture
as a high priority in helping them
to learn.
Ergonomics is a broad discipline.
In the context of this guideline it
means getting the best fit between
students and teachers and their
school activities, equipment and
learning. The objective is to make
learning spaces safe, comfortable,
efficient and productive.
a factor in the number of students

with body discomfort and low
back pain.6
There is also evidence that when
students are forced to sit in
conventional educational furniture
they need to fidget and move
constantly to make themselves
more comfortable.7
Furniture should always fit

the student
Students spend a large part of their
day sitting down. The chairs and
desks they use must be carefully
chosen to ensure students:
The ergonomics of classroom

environments is about:
are protected from injury owing

to bad posture
seating arrangements
are not distracted by fidgeting

owing to discomfort
viewing angles for whiteboards

and other visual aids
teaching positions
chair and desk design
computer workstation design.
Ergonomics also includes the
measurement of students and
teachers who come in all shapes
and sizes (anthropometry). Taking
anthropometry into consideration
when designing or selecting school
furniture is an important ergonomic
factor.
Students dont always fit

the furniture
A New Zealand study has
shown that there is a high
level of mismatch between the
size of school furniture and
anthropometric characteristics of
students. 95% of the seats were too
high and 48% too shallow. There
is some evidence this mismatch is
Student sizes can

change significantly
within a
school year.
can sit with comfort and carry

out tasks efficiently without
fatigue.
Student size and anthropometric
measurements vary a lot within
each school year so the one size
fits all rule cannot apply to chairs.
Options are to provide:
fully adjustable chairs
FIGURE 16 An ergonomically designed

classroom chair
a range of chair and desk sizes

matched to the students sizes.
One New Zealand manufacturer has
researched and developed a system
of ergonomically designed seating
and desks (Figure 16) which have
coded sizes to meet the needs of a
wide range of students.8
6/12/07 5:33:49 PM
29
Selecting classroom furniture
FIGURE 17 Storage unit
Chairs

one size will not fit all students

seats must not be so high that legs
dangle this puts pressure on the
underside of the thigh and can
affect blood circulation
seats must be deep enough to fully
support the thigh but with a gap at
the back of the knees
the front edge of the seat should be
rounded to prevent pressure on the
back of the knee
the seat back should support the
natural curve of the spine
must be stable and discourage
students from swinging back
in them
must have stacking ability
there must be a minimum 20 mm
clearance between the top of the
thigh and the underside of desk
Desks

give stability
ensure enough clearance so larger
students thighs do not touch
the underside
ensure that the working surface
is not so high that it causes students
to lift (hunch up) their shoulders
when writing or typing
desks without storage give more
leg clearance
storage can be provided elsewhere if
needed (Figure 17)
6/12/07 5:33:49 PM
30
> SECTION 4
Specialist Teaching Spaces
6/12/07 5:33:50 PM
31
Computer Technology Rooms

Most classrooms have computers and many schools have dedicated
computer suites.
Computer suites
Layout

enough power outlets so wires dont

trail across the floor see
Ministry of Education ICT

Infrastructure Standards
avoid glare from windows see
Lighting
Suitable finishes

floors: carpet, resilient flooring

walls: painted plasterboard with
pin-ups
ceilings: acoustic tiles to give a low
reverberation time
see Designing Quality Learning
Spaces Acoustics for advice on all
acoustic finishes
Colour

mid-tone colours often help to

reduce contrast and glare
use small areas of dark, highly
saturated colours for variety
Poor posture can

cause pain and
other symptoms.
Workstations and correct posture

The Ministry's National Administrative Guidelines require schools to provide
a safe environment for students. Students who spend periods working on
computers in the wrong posture are at risk. Poor posture can cause pain and
other symptoms in the:10
back
neck and shoulders
hands and wrists
eyes.
There is no single ideal (upright) sitting posture for using a keyboard.
The ideal is to provide adjustable chairs, desks and workstations to make
movement easy and provide good support for the body. These dynamic
seating systems encourage variety for comfortable seated postures and
avoid the need to maintain fixed positions for long periods.
A school-specific website that exemplifies this concept has been developed
by the New Zealand Ergonomics Society (NZES) Ergonomics in Schools Special
Interest Group (ESSIG) with the Accident Compensation Corporation (ACC).
It exemplifies dynamic seating concepts for students to go to:
www.moveit.org.nz.
6/12/07 5:33:50 PM
32
Students dont always have the correct equipment

A regional study carried out in all primary and secondary schools in Otago
and Southland showed a high proportion of respondents were aware of
these issues, but few took measures to reduce the risks. The study also
showed that very few students used ergonomically designed furniture at
school, especially at the primary level (Table 3).11
Schools must not only be aware of workstation ergonomics, but also
provide equipment so students can practise sensible work habits.
TABLE 3. Percentage of students using purpose-built furniture for
computer work

Primary school
students
Secondary school
students
Adjustable computer
desk
5%
5%
Adjustable chair
7%
70%
Foot support
7%
10%
Screen filter
4%
15%
Paper holder
13%
57%
What should schools be doing?

Schools must not only be aware of computer workstation ergonomics, but
must also help students understand and practise sensible work habits.
Ideally, when computer equipment purchases are planned, suitable
workstations should be factored into the total cost. As a minimum this
should include for each workstation:
a chair with castors and adjustable seat and back
an adjustable desk.
Where existing furniture is not adjustable and new furniture unaffordable,
low budget adjustments should be made to reduce the risk of students
developing computer-related injuries.
6/12/07 5:33:51 PM
33
What makes a good workstation?

Important factors for keyboarding posture are: (Figure 18)
upper and lower back are well-supported
chair height is set so the seat does not pressure the back of the knees
feet are firmly planted on a support (the floor or a footrest), not dangling
the head is balanced upright on the neck, not thrust forward
upper arms are close to the body
limb angles are approximately 90 between:

shoulders, hips and knees
shoulders, elbows and wrists
hips, knees and feet
wrists are level with forearms, give or take 15 with no tilt or

sideways deviation
the mouse can be moved by arm movement, not just the wrist
having alternative input devices, such as a cable-free or pen type mouse,
available
FIGURE 18 The ideal typing posture
450 to 700mm
Tilting screen
facility
Adjustable screen
height
90
Tilting lumbar
support
Adjustable
keyboard support
90
90
Space between back

of knee and front
of seat
Seat height
adjustable
Feet should be flat

on the floor
Wide support base
for stability. Castors
to allow ease of
movement
6/12/07 5:33:53 PM
34
Computer workstations
Selecting new workstations

prioritise the workstation features

that best suit the students size and
type of work they mostly do eg,
good:
keyboard for word processing
mouse for surfing
while all adjustable features are
not essential, they will make the
workstation suitable for a wider
range of students
the value of adjustable equipment
is lost if students are not shown
how to use it
Selecting chairs

adjustable seats will suit a range

of students
seats that tilt backwards and
forwards about 5 with a rounded
front edge
adjustable height backrests
contoured to support the small of
the back
tilting backrests to support
both working and resting posture
swivel seats on a five castor base
for stability
if the seat and backrest do not
adjust separately the angle
between should be 105
Selecting desks

drop-down and height-adjustable

keyboards are an advantage as they
allow a wider range of users to sit in
a variety of good postures
if using desktop keyboards adjust
the students posture to give the
correct forearm position
The monitor
adjustable height and angle
How to improve an existing workstation

By using a few low-budget accessories and making simple alterations, it may
be possible to make important improvements. These adjustments are all
aimed at fitting the equipment to best match the individual students.
They will help to reduce the risk of injury, but they are a stop-gap until
purpose-made equipment is purchased.12
6/12/07 5:33:53 PM
Improving existing workstations
35
FIGURE 19 Two friends from the same class
One size fits all policy does

not all children are the same size
not apply to computer (Figures 19-20 )
workstations
FIGURE 20 One size does not fit all
Year 4 student
Year 8 student
Keys to adjusting the workstation get as near as possible to the ideal

for each student (Figure 21)
FIGURE 21 To correct 'dangling' legs
Back support
cushion
Booster seat
Footrest

use low-cost accessories to correct
students posture including:
a range of different thickness
of hard foam booster seats
a range of different height
MDF footrests
cushions to give extra
back support where needed
adding MDF keyboard shelves
to desks
providing document holders

use different height desks and
chairs to best advantage

be innovative
6/12/07 5:33:55 PM
36
FIGURE 22 The keyboard is too high
Examples of postures
caused by unsuitable furniture
What to do about it
Keyboard and monitor too high

(Figure 22)

FIGURE 23 Correcting the keyboard height

Move monitor
to appropriate
position
use a booster seat or a higher chair

and lower desk
reduce the desk height (cut the
legs down)
fit an MDF shelf below the desktop
level (Figure 23)
Students feet are dangling

(Figure 21, page 35)
use a footrest
Seat is too low

(Figure 24)
use a booster seat (Figure 25)
Student has to look down

make a simple document holder
at copy material (Figure 26)
FIGURE 26 Low-cost document holder
Bulldog clip
25 x 12mm
timber batten
Use bluetack to
hold in place
Fit MDF shelf

under desk
Timber block
to fit tight over
monitor
A4 size
hardboard or
MDF nailed or
glued to batten
FIGURE 24 Making adjustments
Students back not

tape a cushion or pillow to the
well supported chair back
The seat is too low
FIGURE 25 Making adjustments

Lower the
screen as
necessary
Use a
back
cushion
Desktop has a shelf under it

that does not allow enough
room for the students knees
cut part of the shelf out
If the correct forearm position

cannot be achieved or the
student is using the mouse
for long periods
provide a wrist support (Figure 27)
FIGURE 27 Using a palm support
Mouse
Use a booster seat
Mouse pad
Firm sponge or
foam offcut
6/12/07 5:34:00 PM
37
Laptop computers
Laptop computers are difficult to fit to students because:
when the screen is at a suitable height the keyboard is too high
when the keyboard is at the correct height the screen is too low
the built-in pointing device makes it difficult for the arm to remain in a
neutral position.
If students use laptop computers:
reduce working times to short periods
provide a low table that will allow the forearm to be horizontal
place the keyboard at a comfortable distance and enlarge the font on the
screen if necessary
think about using a wireless or plug-in mouse
for long periods provide a plug-in monitor and keyboard so the height
and distance from the monitor can be adjusted
use a variety of input devices to avoid holding the arm and wrist in fixed
postures for long periods.
Multi-purpose Halls
Multi-purpose halls
Layout

the various uses the room will be

put to
the number of occupants the room
can hold
Suitable finishes
floors: resilient sheet, resilient
foam-backed sheet, timber strip

walls: a variety of finishes to give
acoustic variation ie:
painted plasterboard
timber panelling
timber slats with acoustic
absorbent backing
plywood

ceilings: shape and finish to
obtain the desired acoustic effect
(see Designing Quality Learning
Spaces Acoustics) such as:
acoustic tiles
timber slats with acoustic
absorbent backing
plywood

acoustic finishes
6/12/07 5:34:01 PM
38
Colour
warm or neutral tones and natural
materials enlivened by bright fabrics
and colour accents or murals
Furniture

furniture needs can be affected by

the range of functions. Comfortable
upholstered stacking chairs are
usually needed. In smaller halls,
stages and platforms made using
modular boxes can provide flexibility
and be moved and rearranged
as needed
For more information on multi-purpose hall design see the Ministry of

Education website: www.minedu.govt.nz/goto/performingarts
Gyms
Gyms
Layout

Sports floor
activities and sports the gym is to be

used for
number of students the gym
can hold
whether there is room for spectators
Suitable finishes
all finishes must be robust

floors: resilient finishes eg:
foam-backed resilient sheet
timber strip on battens
purpose-built sprung sports floors

walls:
plywood
timber boarding
particleboard
painted fibre-cement

ceilings
this is usually the only place to
obtain good acoustic absorption
wood wool panels
timber battens with gaps and
acoustic absorbent backing
perforated metal with acoustic
absorbent backing

acoustic finishes
Colour
natural materials and neutral tones
punctuated by strong bright colour
accents
6/12/07 5:34:01 PM
39
Libraries
Ask the National Library School Services, go to: www.natlib.govt.nz/schools
about information on library design. School libraries should be comfortable
and welcoming places.
Libraries
Size and layout

number of books
number of users
activities of users
audio visual presentations
resource centre
computer stations
quiet study and individual
reading spaces
Colour in a library
Suitable finishes
floors:
carpet
resilient flooring

walls:
with pin-ups

ceilings:
acoustic tiles to give a low
reverberation time

Spaces Acoustics for acoustic
advice on finishes
Colour
warm, bright colours

relieve the book stacks with
bright graphics
Furniture

the issues desk should be carefully

designed with hard-wearing surfaces,
bright colours and be scaled to suit
the size of the students
comfortable low chairs and low
tables are appropriate for
casual reading
position computers to avoid glare
adjustable workstations with writing
platforms for note-taking
6/12/07 5:34:02 PM
40
Music Rooms
The design and finishes should be balanced to enhance the acoustics (see
Designing Quality Learning Spaces Acoustics). This is design work that can
only be carried out by an acoustics expert.
Music rooms
Size and layout
various sized performance groups
who will use them:
as individual practice rooms
as small ensemble rooms
for large orchestra and
choir groups

size, access and storage
of instruments
Suitable finishes
floors:
resilient flooring
carpet: depending on the
acoustic requirement

walls:
with pin-ups
panels of different materials,
such as profiled timber or
perforated plywood, may be
appropriate to enhance the
acoustics

ceilings:
painted plasterboard to give
required reverberation
some absorbent finishes eg,
acoustic tiles or timber slats with
acoustic absorbent backing
placed to achieve the required
acoustics

advice on finishes
Colour

mid-tone colours usually help to

reduce contrast and glare
small areas of dark, highly saturated
colours for variety
try bright graphics with a
musical theme
Furniture

ergonomic desks and chairs as

for classrooms
special ergonomic factors apply to
chairs of seated musicians
adjustable music stands
are important
6/12/07 5:34:03 PM
41
For more information on music room design see the Ministry of Education
website: www.minedu.govt.nz/goto/performingarts
Design, Graphics and Art Rooms

Subjects such as design, graphics, art, food and materials technology
increasingly use computer technology and provision needs to be made for
data cabling.
Design, graphics and art rooms
Suitable finishes
floors:
resilient flooring

walls:
with pin-ups

ceilings:
acoustic tiles to give a low
reverberation time

advice on finishes
Colour

light, neutral colours and off-whites

to maintain good light and not
detract from the work
colour accents from students work
displays and information graphics
think about using fabrics
designed and painted by students
Furniture
ergonomically and
anthropometrically appropriate
work tables, workstations and chairs
6/12/07 5:34:05 PM
42
Materials/Technology Rooms
Size and layout
influenced by the:
number of students
type of work
size and type of equipment
and machinery
materials to be stored
safety requirements
Suitable finishes
robust hard-wearing finishes
are appropriate

floors:
resilient sheet
concrete (or concrete painted
with industrial flooring paint
with rubber mats at workstations)

walls:
painted heavy-duty plasterboard
painted heavy-duty fibre-cement
particleboard
concrete masonry

ceilings:
plasterboard with acoustic tiles
or sound-absorbent panels to
reduce reverberation time

advice on finishes
Colour


large brightly coloured graphics
as features
Furniture
ergonomically correct work tables,
workstations and chairs
For more information on materials/technology room design see the
Ministry of Education website:
www.minedu.govt.nz/goto/DesignofTechnologySpaces
6/12/07 5:34:06 PM
43
Food Technology Rooms

Suitable finishes
easily cleaned hygienic
robust surfaces

floors:
slip-resistant resilient sheet
slip-resistant ceramic tiles (for
cooking areas)
concrete with an industrial
slip-resistant finish
note that while slip-resistant
finishes are safer they are more
difficult to clean

walls:
pre-finished fibre-cement sheets
or ceramic wall tiles behind
cooking areas

ceilings: plasterboard with sound-
absorbent perforated panels to
reduce reverberation time

advice on finishes
Colour


large, brightly coloured graphics
for accent
Furniture
ergonomically correct and hygienic
work tables, workstations and chairs
For more information on food technology room design see the
Ministry of Education website: www.minedu.govt.nz/goto/
DesignofTechnologySpaces
6/12/07 5:34:06 PM
44
> SECTION 5
Students with Special Education Needs
6/12/07 5:34:07 PM
Schools for
all people
3.5
Schools must ensure that buildings

and equipment enrich rather than
constrain the lives of students with
special education needs. Ongoing
evaluation is necessary to ensure
your school continues to meet
these needs.
3.6
Improve schools
responsiveness to and
accountability for the needs
of disabled students.
3.7
Promote appropriate and

effective inclusive
educational settings that will
meet individual educational
needs.
Disability is the process which

happens when one group of
people create barriers by designing
a world only for their way of living,
taking no account of others
impairments.
The New Zealand Disability
Strategy sets out the
governments objectives in
ensuring people with disabilities
are catered for. Objective 3 is
to provide the best education
for people with disabilities by
undertaking the following actions:
3.1
3.2
Ensure that no child is

denied access to their local,
regular school because of
their impairment.
Support the development of
effective communication by
providing access to
education in sign
language, communication
technologies and human
aids.
3.3
Ensure that teachers and

other educators understand
the learning needs of
disabled people.
3.4
Ensure that disabled

students, families, teachers
and other educators have
equitable access to the
resources available to meet
their needs.
3.8
Facilitate opportunities for

disabled students to make
contact with their disabled
peers in other schools.
Improve postcompulsory education

options for disabled
people including:
promoting best practice,
providing career guidance,
increasing life-long
opportunities for learning
and better aligning financial
support with educational
opportunities.
For more information go to:

www.moh.govt.nz
Planning ahead
Making provision for students with
special education needs must be an
integral part of a schools policies
and practices. This provision must
be considered at all stages of
planning and construction of new
buildings and refurbishments.
Schools should take account of both
existing and future students likely
to attend the school. Generally,
planning and design which
makes provision for students with
disabilities benefits all students and
teachers.
emotional and behavioural

difficulties
learning difficulties.
It must not only consider their
needs within the learning space but
what the requirements beyond this
are. This includes:
site accessibility for drop off and
pick up
access around the site, and to
and within the buildings
signage
toilets
shower or change facilities
safety and security.
Further information on designing
for students with special education
needs can be found in each of the
Acoustics, Ventilation and Indoor
Air Quality, Heating and Insulation,
and Lighting. The wider accessibility
requirements can be found in the
Ministry of Educations publication
Property Modifications for Students
with Special Needs.
The following are the statutory
requirements that apply for new
and remodelled accommodation.
Statutory requirements
(NZS 4121)
NZS 4121:2001 Design for access and
mobility: buildings and associated
facilities sets out requirements
under the Building Act 2004 for the
design of:
buildings
facilities within buildings
Designing for students, or adults,

with disabilities must cover a wide
range of disabilities. These include:
driveways and car parks
hearing impairment
any associated landscaping
visual impairment
access-ways for use by people

with disabilities.
physical difficulties
45
passages
6/12/07 5:34:07 PM
46
The requirements of NZS 4121

applies to educational buildings,
including public and private
primary, intermediate and
secondary schools. This section only
sets out requirements that affect
classrooms and other teaching
spaces (not those that apply to
other parts of the school).
The requirements of NZS 4121
apply to all new buildings and to
any alterations to existing buildings
that require a Building Consent
(in effect nearly all alterations and
renovations).
Door visibility
(NZS 4121. 4.10.4.1)
To help people find doors and
operate the handles there must
be contrast in lightness/darkness
between the door and the:
furniture (handles, keyhole
plates etc)
architrave frame or wall
floor.
Entrance doors to
classrooms (NZS 4121. 7.0)
Entrance doors to classrooms are
also fire exits or ways outside. It is
preferable that all entrances can be
used by people with disabilities.
To comply, external classroom
doors must:
have clearly marked large

panes if they could be mistaken
for an opening
be relatively easy to open if
closers are fitted.
Door handles must:
be between 900 and 1200 mm
above floor level (1000 mm
preferred)
have lever handles.
Places of assembly and gyms

(NZS 4121. 12.0)
People with disabilities must be
able to go into rooms and areas
used for meetings, entertainment,
assembly and recreation. They
should also be able to speak, lecture
or entertain from the stage and
have access to all facilities.
In an audience space provide:
for a minimum of two
wheelchairs to 250 places and
one space for every additional
250 places
wheelchair spaces next to
normal seating
adequate space so a wheelchair
can be moved around
a level surface.
be approached via a ramp with

the right gradient and a level
space 1200 mm x 1200 mm
outside the door
have a level threshold.
All classroom doors must:
have a clear opening of
760 mm when the door is open
have glazing that complies with
NZS 4223: Part 3
6/12/07 5:34:08 PM
47
> SECTION 6
Planning New Buildings, Extensions
and Remodelling
6/12/07 5:34:09 PM
48
Ensuring
Successful Design
Outcomes
An architect or suitable qualified
person is likely to be used to
design new buildings or substantial
alterations or extensions. Principals
and boards of trustees should
be aware of what is involved
in designing functional and
aesthetically pleasing teaching
spaces. For a good outcome it is
desirable that:
boards of trustees realise:

the importance of the

choice of the designer
that an innovative design

will need bold decisions
the value of good aesthetics

in school building
that new buildings

should look into the future
for inspiration not the
past
design is a holistic process

bringing together all the
factors raised in the
Designing Quality Learning
Spaces guidelines series.
architects, designers and

project managers understand
the:

need for careful assessment

of the schools needs
importance of a holistic and

participatory approach
to design
effect the design will have

on student education for
years to come
need to design for

adaptability
requirements of students
with special education
needs or people with access
or mobility needs.
Monitoring the
Design Process
Key principles
Principles that can be applied at
the appropriate stages are set out in
the Ministry of Educations Property
Management Handbook.13
At the initial
assessment stage
Consult widely with all users,
including staff and students,
to assess the need. Encourage
discussion that looks at the existing
strengths and weaknesses of the
current facilities. Consider the
curriculum and how it is taught,
how students learn and how
teachers teach. Look at what
changes could occur with a different
mix of property or design and
layout of teaching space. Consider
the access and mobility needs of
all users, including those who
may use the learning spaces and
buildings in the future. Prioritise
your needs. Ensure your needs and
visions for the future are clearly
communicated to the architect in a
written brief.
At the design stage

Ask the architect or designer to
walk you and the end users
through the design proposals using
perspective sketches or computer
graphics. Formal plans and sections
do not properly explain the spatial
concepts of a design. Take note of
end users concerns and if necessary
make modifications. The design
should include layouts of seating
and furniture arrangements to
show how the issues raised in this
guideline will be met.
At practical completion
Carry out an evaluation with the
users, staff and students to ensure
there are no significant issues
that need to be resolved. Identify
what can be learned to enhance
future projects. Ensure you have
considered people with special
education needs. Ask a person
who is blind, uses sticks or a
wheelchair to walk around the
building with you.
6/12/07 5:34:10 PM
49
> APPENDICES
Flow diagram for Interior Design
Assessment
References
6/12/07 5:34:11 PM
50
Flow diagram for

Interior Design
Assessment
NO
Carry out a Design survey

using the Assessment Guide
Have you identified teaching spaces

where teachers and students say there
are poor: acoustics, ventilation,
heating or lighting

with insufficient space to
function properly?
Have you identified any barriers in

terms of design or access for students
with special education needs?
NO
YES
Follow the Survey Forms and flow

diagrams in the other books in the
series
Can you indentify ways in which the

space can be extended?
NO
YES
YES
Obtain expert advice from an
experienced designer/architect
Carry out the necessary work to make

additional space available
NO

that are considered dull, uninteresting
and uninspiring?
YES
Can you indentify how improvements
can be made such as:
brighter colours
stimulating displays
better lighting
NO
Obtain expert advice from an

experienced interior designer/architect
YES
Carry out refurbishment to make the
space more stimulating
Have you indentified teaching spaces

where students' health may be at
risk owing to having to adopt
inappropriate postures?
YES
NO
Continue to monitor student

posture and:
make teachers aware of the
importance of correct posture
consider obtaining expert advice
Take action to implement remedies by:

making immediate 'stop-gap'
improvements
planning to provide ergonomically
correct equipment as soon as possible
6/12/07 5:34:11 PM
51

Use this Survey Form to help you assess the aesthetics and functionality of your classrooms.
1. Do students and teachers think they have enough

space to use the room in ways that suit their
learning and teaching needs and activities?
Yes l No l
Comment: If there is a predominant no look at options
to extend the space eg:
an add-on space
incorporating a store or corridor into the room
joining two rooms
5. Can students with special education needs use

this room without difficulty?
Yes l No l
Comment: Establish and predict the requirements for
current or future students with special education needs
using the Designing Quality Learning Spaces guidelines
and make sure they are included in your upgrade
programme. If necessary consult with Ministry of
Education, Special Education (GSE) for advice.
a different arrangement of spaces.
6. Can all students adopt a good working posture at

their desk or computer workstation?
2. Do all students see the whiteboard at an angle

where they can read it? One way to assess this is
to prepare a test board and check with students
in every room.
Comment: Remember there is no single ideal seated

posture. Think about the potential impact on student
health and work habits and make:
Yes l No l
Comment: Students who sit where they cannot clearly
see the board are at a disadvantage. Think about ways
the room can be re-arranged or use mobile boards.
3. Is the room able to support technology, such
as computers, a data show or an interactive
whiteboard?
Yes l No l
Comment: Consider retro-fitting the space or include it
as part of upgrading or remodelling.
4. Does the room meet the requirements set out in
the earlier guidelines Designing Quality Learning
Spaces: Acoustics, Ventilation and Indoor Air
Quality, Heating and Insulation, or Lighting?
Yes l No l
Comment: Use the checklists supplied in these other
guidelines. If a classroom is deficient, prioritise and:
fix those needing urgent attention
deal with items that can be deferred as part of a
total teaching space upgrade programme.
Yes l No l
stop-gap improvements that can be done straight

away refer also to the website at
www.moveit.org.nz
a plan to give every student ergonomically and
anthropometrically correctly designed furniture and
equipment
all teachers and students aware of the issues
involved.
7. Do students and teachers think the room looks:
l dull
l fairly interesting
l stimulating
l fantastic?
Comment: Dull and fairly interesting are not good

enough. How do students think improvements could be
made with:
colour
more light
better displays?
Make sure that stimulation is not over done.
6/12/07 5:34:12 PM
52
References
1 Best Practice in Classroom
Design
Report prepared for the Ministry
of Education
AC Nielsen
Wellington, NZ
2 The Silent Language
Hall ET
Doubleday
New York, USA
3 School Design Impacts Upon
Cognitive Learning
Franklin Hill and Sarah Cohen
www.schoolfacilities.com
4 Health and Behaviour of
Children in Classrooms With
and Without Windows
Kuller R and Lindsten C
Journal of Community Psychology
34(3):305 (2006)
8 Development of a furniture
system to match student needs
in New Zealand schools
Spinal musculoskeletal discomfort

in New Zealand intermediate
schools
Kane, P.J., Pilcher, M. and Legg,

S. J.
S J Legg, F I Trevelyan, M-P

Carpentier and B Fuchs.
Proceedings of the 16th

International Ergonomics
Association World Congress
(IEA2006), Meeting Diversity in
Ergonomics, Maastricht, The
Netherlands, 10-14 July, 1531-6,
2006.
Proceedings of the 15th Congress

of the International Ergonomics
Association, Ergonomics for Children
in Educational Environments
Symposium, Vol 6, 336-8
9 Color in Education
Sheri Thomson (School Planning
and Management)
Peter Li Education Group
Dayton, Ohio, USA
10 CU Ergo
Cornell University ergonomics
website http://ergo.human.cornell.
edu/MBergo/schoolguide.html
11 Health Risks with Computer
Use in New Zealand Schools
5 Selecting Flooring
Kwok-Wing Lai
University of Otago, NZ
BRANZ, Wellington, NZ
12 Cergos
6 Mismatch between classroom

furniture dimensions and
student anthropometric
characteristics in three
New Zealand secondary schools.
Oregon Occupational Safety and

Health Division website
S J Legg, K Pajo, M Sullman and M

Marfell-Jones.
Proceedings of the 15th Congress
of the International Ergonomics
Association, Ergonomics for Children
in Educational Environments
Symposium, 6, 395-7, Seoul, Korea,
24-29 August 2003.
7 Federal Working Group of
Posture and Movement
Briethecker D
(A presentation at an educational
conference in Hobart, Tasmania,
2003)
Seoul, Korea, 24-29 August 2003.

Musculoskeletal disorders (MSD)
in school students as a risk factor
for adult MSD: a review of the
multiple factors affecting posture,
comfort and health in classroom
environments
Grimes, P. and Legg S. J.
Journal of the Human Environment
System, 7 (1), 1-9, 2004.
Schoolbag weight and
musculoskeletal symptoms in
New Zealand secondary schools
Whittfield J, S J Legg and D I
Hedderley.
Applied Ergonomics, 36 (2), 193-198,
2005
Back pain in school children
where to from here?
www.orosha.org/cergos/whatodo1.
html
F .C. Trevelyan and S. J. Legg.
13 Property Management
Handbook
Applied Ergonomics, Special Issue:

Fundamental Reviews, 37 (1), 45-54,
2006.
Ministry of Education
Wellington, NZ
Other references
New Zealand Disability Strategy:

Making a World of Difference
Whakanui Oranga.
Ministry of Health
Wellington, NZ.
www.moveit.org.nz
New Zealand Ergonomics Society
(NZES) ergonomics in schools special
interest group (ESSIG) with the
Accident Compensation Corporation
(ACC).
Wiesbaden, Germany
6/12/07 5:34:13 PM
ISBN: 0-478-13623-4
WEB ISBN: 0-478-13628-5
2007 Ministry of Education
All Rights Reserved.

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Designing Quality Learning Spaces:

Foreword from the Secretary for Education

INTRODUCTION TO DESIGNING QUALITY LEARNING SPACES

Using Designing Quality Learning Spaces

Getting everyone involved

Looking for Solutions

Solutions from Designing Quality Learning Spaces

Help for complex problems

Alterations and new buildings

The Design and Building Process

Making it our building

Purpose and content of brief

Regulations standards to meet

Value professional help

INTERIOR DESIGN, FUNCTION AND AESTHETICS

Glossary of Terms used for Interior Design, Function and Aesthetics

> SECTION 1 Interior Design

Taking a holistic approach

Classroom Size and Shape

The teaching process

Adapting for the future

Acoustics and space

> SECTION 2 Finishes

Paints and coatings

> SECTION 3 Furniture and Fittings

Ergonomics and anthropometry

Students dont always fit the furniture

Furniture should always fit the student

> SECTION 4 Specialist Teaching Spaces

Computer Technology Rooms

Workstations and correct posture

Students dont always have the correct equipment

What should schools be doing?

What makes a good workstation?

How to improve an existing workstation

Design, Graphics and Art Rooms

Food Technology Rooms

> SECTION 5 Students with Special Education Needs

Schools for all people

Statutory requirements (NZS 4121)

Door visibility (NZS 4121.4.10.4.1)

Entrance doors to classrooms (NZS 4121.7.0)

Places of assembly and gyms (NZS 4121.12.0)

> SECTION 6 Planning New Buildings, Extensions and Remodelling

Ensuring Successful Design Outcomes

Monitoring the Design Process

Designing Quality Learning Spaces

allow enough personal space for

Getting everyone involved

experience suggests consulting

by consulting one of the guidelines

Help for complex problems

identifying what is needed

Making it our building

Purpose and content of brief

provides much of this information.

Because the NZBC may have a large

Value professional help

Most building work, however

The design and building process is

Most building work

INTERIOR DESIGN, FUNCTION

Glossary of Terms used for Interior Design, Function